week 2
CS4TRC:
*see case study
"until teacher-librarians serve as full members of instructional teams, their true value as educators cannot be measured." pg 10
week 3
McGregor, J. Collaboration and Leadership. In Stripling, B. K. and Hughes-Hassell, S. (eds.), Curriculum Connections through the Library. Westport, CT: Libraries Unlimited, 2003. 119-219.
collaborating - teachers see as unclear, daunting term
"social forces are at work" pg 200
"if the teacher librarian is not part of this leadership effort, he or she could be left out of the collaboration entirely" pg 202 If we don't advocate and push for collaboration - no one will. We are the leaders - and should be the revolution we want to see. "Earl and Lee describe successful school change as being a process of "urgency, energy, agency, and more energy" pg 204
"collaborative planning takes time, and often it is time that participants do not feel they have. .... The teaching itself makes ideas for improvement evident. If the team does not consciously collect those ideas as they emerge, they are lost. It is vital to the health of the team and the future of collaboration to meet to evaluate, and the teacher librarian needs to lead the team to do so, because otherwise, it will not happen. " pg 211 evaluate good and bad aspects - be the evaluator copy evidence, reward teachers
"when students clearly understood the learning objectives, knew precisely what success would look like, understood how each assignment contributed to their success, could articulate the role of assessment in ensuring thier success, and understood that their work correlated with their needs, they developed a sense of self-efficacy that was powerful in their lives as learners (2008b, 13)
"Helping young minds take charge of their own learning is the finest contribution educators can make to student success in the 21st- century world." pg 15
Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century, 2008. 23 – 43.
"The goal is not to increase collaboration but to improve student performance. " p 31
CS4TRC:
*see case study
"until teacher-librarians serve as full members of instructional teams, their true value as educators cannot be measured." pg 10
week 3
McGregor, J. Collaboration and Leadership. In Stripling, B. K. and Hughes-Hassell, S. (eds.), Curriculum Connections through the Library. Westport, CT: Libraries Unlimited, 2003. 119-219.
collaborating - teachers see as unclear, daunting term
"social forces are at work" pg 200
"if the teacher librarian is not part of this leadership effort, he or she could be left out of the collaboration entirely" pg 202
If we don't advocate and push for collaboration - no one will. We are the leaders - and should be the revolution we want to see.
"Earl and Lee describe successful school change as being a process of "urgency, energy, agency, and more energy" pg 204
"collaborative planning takes time, and often it is time that participants do not feel they have. .... The teaching itself makes ideas for improvement evident. If the team does not consciously collect those ideas as they emerge, they are lost. It is vital to the health of the team and the future of collaboration to meet to evaluate, and the teacher librarian needs to lead the team to do so, because otherwise, it will not happen. " pg 211
evaluate good and bad aspects - be the evaluator copy evidence, reward teachers
week 4
Harada, Violet. H. “Self-Assessment: Challenging Students to Take Charge of Learning.” School Library Monthly 26.10 (2010): 13-15.
"students are frequently unaware, however, that they hold the power of learning in their own hands." pg 13
"when students clearly understood the learning objectives, knew precisely what success would look like, understood how each assignment contributed to their success, could articulate the role of assessment in ensuring thier success, and understood that their work correlated with their needs, they developed a sense of self-efficacy that was powerful in their lives as learners (2008b, 13)
"Helping young minds take charge of their own learning is the finest contribution educators can make to student success in the 21st- century world." pg 15
Zmuda, A. (2008, September). What Does It Really Look Like When Students Are Learning in the Library? //School Library Media Activities Monthly// 25 (1), 25-27.
Student learning comes from active efforts to construct knowledge that requires them to pursue inquiries, locate and evaluate evidence, make connections, analyze patterns, reconcile apparent discrepancies, deliberate about language, communicate
thinking, and, finally, revise their work. pg 25.
Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century, 2008. 23 – 43.
"The goal is not to increase collaboration but to improve student performance. " p 31